Psychologues Scolaires
Éducation et FormationExposition à l'IA
- Source des données: BLSPublié: 2026-08
Très élevée· relative
FaibleQuatre bandes relativesTrès élevéeValeur par groupe professionnel
Échelle, base et source
Quatre bandes relatives (Faible / Modérée / Élevée / Très élevée)
831 métiers détaillés du tableau des projections d'emploi du BLS. La valeur est attribuée par code de la National Employment Matrix (NEM), si bien que les métiers partageant un code NEM reçoivent la même bande
- Source des données: AnthropicPublié: 2026-03
0.047
0.000Étendue des valeurs présentées ici0.745Échelle, base et source
- Source des données: ILOPublié: 2025
0.39
0.09Étendue des valeurs présentées ici0.70Valeur par groupe professionnel
Échelle, base et source
Indice d'exposition à l'IA générative, 0–1 tel que publié
Groupe de base CITP-08 — tous les métiers partageant le code reçoivent cette valeur
Calculé par ce site, non publié par l'OIT : sur les 1 012 professions que ce site relie au jeu de données de l'OIT, 44% atteignent ou dépassent cette valeur.
Quelle est la nature de la valeur publiée par cette source
La catégorie BLS est un rang relatif et non un niveau absolu, et ce n'est pas une mesure de première main : elle regroupe en quatre bandes les rangs centiles du métier dans plusieurs études publiées. Ce n'est ni une prévision d'emploi ou de salaire, ni une probabilité d'adoption, et elle ne distingue pas automatisation et augmentation.
Task-level exposure
Tâches exposées uniquement| Task | Claude.aiRaw / share % |
|---|---|
Interact with clients to assist them in gaining insight, defining goals, and planning action to achieve effective personal, social, educational, and vocational development and adjustment.19-3031 | 0.285246.5 |
Provide occupational, educational, and other information to individuals so that they can make educational and vocational plans.19-3031 | 0.116218.9 |
Discuss the treatment of problems with clients.19-3031 | 0.073712.0 |
Analyze data such as interview notes, test results, and reference manuals to identify symptoms and to diagnose the nature of clients' problems.19-3031 | 0.03155.1 |
Advise clients on how they could be helped by counseling.19-3031 | 0.02163.5 |
Collect and analyze data to evaluate the effectiveness of academic programs and other services, such as behavioral management systems.19-3031 | 0.01863.0 |
Identify psychological, emotional, or behavioral issues and diagnose disorders, using information obtained from interviews, tests, records, and reference materials.19-3031 | 0.00831.4 |
Consult reference material, such as textbooks, manuals, and journals, to identify symptoms, make diagnoses, and develop approaches to treatment.19-3031 | 0.00721.2 |
Provide consultation to parents, teachers, administrators, and others on topics such as learning styles and behavior modification techniques.19-3031 | 0.00641.0 |
Collect information about individuals or clients, using interviews, case histories, observational techniques, and other assessment methods.19-3031 | 0.00470.8 |
| Not observed on any surface — 30 task(s) — These tasks have no row in the source for this release. The 0 in the share row is a display-stage composition ratio; absence is what the — in the raw row states. | |
Compile and interpret students' test results, along with information from teachers and parents, to diagnose conditions and to help assess eligibility for special services. | —0 |
Assess an individual child's needs, limitations, and potential, using observation, review of school records, and consultation with parents and school personnel. | —0 |
Select, administer, and score psychological tests. | —0 |
Promote an understanding of child development and its relationship to learning and behavior. | —0 |
Collaborate with other educational professionals to develop teaching strategies and school programs. | —0 |
Counsel children and families to help solve conflicts and problems in learning and adjustment. | —0 |
Develop individualized educational plans in collaboration with teachers and other staff members. | —0 |
Maintain student records, including special education reports, confidential records, records of services provided, and behavioral data. | —0 |
Serve as a resource to help families and schools deal with crises, such as separation and loss. | —0 |
Attend workshops, seminars, or professional meetings to remain informed of new developments in school psychology. | —0 |
Design classes and programs to meet the needs of special students. | —0 |
Refer students and their families to appropriate community agencies for medical, vocational, or social services. | —0 |
Use a variety of treatment methods, such as psychotherapy, hypnosis, behavior modification, stress reduction therapy, psychodrama, and play therapy. | —0 |
Write reports on clients and maintain required paperwork. | —0 |
Evaluate the effectiveness of counseling or treatments and the accuracy and completeness of diagnoses, modifying plans and diagnoses as necessary. | —0 |
Obtain and study medical, psychological, social, and family histories by interviewing individuals, couples, or families and by reviewing records. | —0 |
Maintain current knowledge of relevant research. | —0 |
Observe individuals at play, in group interactions, or in other contexts to detect indications of mental deficiency, abnormal behavior, or maladjustment. | —0 |
Select, administer, score, and interpret psychological tests to obtain information on individuals' intelligence, achievements, interests, and personalities. | —0 |
Refer clients to other specialists, institutions, or support services as necessary. | —0 |
Consult with or provide consultation to other doctors, therapists, or clinicians regarding patient care. | —0 |
Develop, direct, and participate in training programs for staff and students. | —0 |
Plan and develop accredited psychological service programs in psychiatric centers or hospitals, in collaboration with psychiatrists and other professional staff. | —0 |
Evaluate the results of counseling methods to determine the reliability and validity of treatments. | —0 |
Refer clients to specialists or to other institutions for noncounseling treatment of problems. | —0 |
Select, administer, and interpret psychological tests to assess intelligence, aptitudes, abilities, or interests. | —0 |
Counsel individuals, groups, or families to help them understand problems, deal with crisis situations, define goals, and develop realistic action plans. | —0 |
Supervise interns, clinicians in training, and other counselors. | —0 |
Provide consulting services, including educational programs, outreach programs, and prevention talks to schools, social service agencies, businesses, and the general public. | —0 |
Conduct research to develop or improve diagnostic or therapeutic counseling techniques. | —0 |
Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.
| Task | βE1 + 0.5 × E2 |
|---|---|
Compile and interpret students' test results, along with information from teachers and parents, to diagnose conditions and to help assess eligibility for special services.O*NET Task ID 5446 | 0.5 |
Assess an individual child's needs, limitations, and potential, using observation, review of school records, and consultation with parents and school personnel.O*NET Task ID 5448 | 0.5 |
Select, administer, and score psychological tests.O*NET Task ID 5449 | 0.5 |
Provide consultation to parents, teachers, administrators, and others on topics such as learning styles and behavior modification techniques.O*NET Task ID 5450 | 0.5 |
Promote an understanding of child development and its relationship to learning and behavior.O*NET Task ID 5451 | 0.5 |
Collaborate with other educational professionals to develop teaching strategies and school programs.O*NET Task ID 5452 | 0.5 |
Develop individualized educational plans in collaboration with teachers and other staff members.O*NET Task ID 5454 | 0.5 |
Maintain student records, including special education reports, confidential records, records of services provided, and behavioral data.O*NET Task ID 5455 | 0.5 |
Attend workshops, seminars, or professional meetings to remain informed of new developments in school psychology.O*NET Task ID 5457 | 0.5 |
Design classes and programs to meet the needs of special students.O*NET Task ID 5458 | 0.5 |
Report any pertinent information to the proper authorities in cases of child endangerment, neglect, or abuse.O*NET Task ID 5447 | 0.0 |
Counsel children and families to help solve conflicts and problems in learning and adjustment.O*NET Task ID 5453 | 0.0 |
Serve as a resource to help families and schools deal with crises, such as separation and loss.O*NET Task ID 5456 | 0.0 |
Initiate and direct efforts to foster tolerance, understanding, and appreciation of diversity in school communities.O*NET Task ID 5460 | 0.0 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page